 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Development of Field Experience Model for Preservice Science Teachers) ผู้เขียน: ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ ,  Pawinee Srisukwatananan สื่อสิ่งพิมพ์:pdf AbstractThe objective of this study was to develop a field experience model for Thai pre-service science teachers in accordance with the National Education Act of B.E. 2542 (1999) in Thailand. The results from investigating field experiences in science teacher preparation programs, the roles of university /college supervisors and cooperating teachers, the characteristics of student teachers in the field experience programs in B.E. 2545 in Thailand in Phase 1 of the project were used to develop the field experience model for Thai pre-service science teachers. This model was used in participatory action research. This research was used to determine the appropriateness of the model and the crucial conditions necessary to use the model successfully. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Science Teacher Preparation and Development According to Learning Reform, National Education Act of B.E. 2542(1999)) ผู้เขียน:ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์, พรทิพย์ ไชยโส, ดร.นฤมล ยุตาคม, ผู้ช่วยศาสตราจารย์ , Pawinee Srisukwatananan, Sunan Sung-Onk สื่อสิ่งพิมพ์:pdf AbstractThe objective of this research was to synthesize the relationships between science teacher preparation and development processes according to learning reform. The methods used in this study were a combination of field techniques which included document analysis, interviews, questionnaires, tests, collaborative action research and a focus group seminar. Content analysis was used to analyze the qualitative data, and frequencies and percentages were used to analyze the quantitative data. The results showed that during the science teacher preparation process, teacher preparation institutions should have systematic curriculum management, conduct research, evaluate curriculum, and evaluate students who graduate from the institutes. The institutions should have an administrative system within a field experience program to facilitate greater involvement among student teachers, cooperating teachers, and college/university supervisors. During the science teacher development process, the institutions should work collaboratively with the professional development schools and help the schools to provide teaching and learning according to learning reform, to enhance qualified teachers to be cooperating teachers, to help cooperating teachers to teach according to learning reform, and to conduct classroom action research which corresponds to their work. |
หัวเรื่อง:ปัญหาการฝึกประสบการ์วิชาชีพของนิสิตสาขาการสอนวิทยาศาสตร์ คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ ผู้เขียน:ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์, Pawinee Srisukwatananan สื่อสิ่งพิมพ์:pdf AbstractThe purposes of this study were to investigate the problems in professional experience training of
student teachers in science education, Faculty of Education, Kasetsart University in B.E. 2544 academic year
in the following areas: teaching preparation, instructional media, teaching, student teachers, cooperating
teachers, university supervisors, students, schools and professional experience training preparation program
and to study the student teachers' opinions about the roles and the responsibilities of the university supervisors
and cooperating teachers. The population consisted of 43 science education student teachers having
professional experience training in B.E. 2544 academic year. The research tools were questionnaires consisting
of checklists, completion, rating-scale and open-ended questions. Percentages, arithmetic means, standard
deviation and content analysis were used to analyze the data. The findings indicated that science education
student teachers had problems at middle level with teaching and with students, and at lower level in the
other areas. The student teachers thought that university supervisors and cooperating teachers should supervise
their teaching; follow up on and evaluate student teachers' progress, facilitate student teachers' improvement
while they were observing student teaching. They should also provide consultancy on both academic and
personal problems, and impart on them desirable characters of good teachers. |